Reading comprehension, velocity, fluency, and precision in the second grade of elementary school
Keywords:
Aprendizagem verbal, Compreensão, Conscientização, Fonética, LeituraAbstract
This work aims to establish correlations between fluency, precision, speed and understanding of reading in Brazilian Portuguese, as well as the role of metalinguistics and cognitive skills. The sample consisted of 45 children of 2° grade of Elementary Studies, age of 7.58 years old (standard deviation 3.793). The evaluation concerned the speed of reading, precision of word reading, phonological awareness, working memory and the rapid naming task. The analysis in Cluster defined two groups. Group 1 presented slow reading, by syllable, and difficulties in text comprehension. Group 2 showed twice quicker reading speed, fluency in lecture and efficient interpretation. The correlation (Pearson) between comprehension, fluency, speed and reading precision was considered of high statistical significance in all combinations. The comprehension presented high level of significance in almost all the investigated skills, being more discreet only in the repetition of nonwords. The result indicates that these can be precocious indicators to learning disabilities associated to skills more widely described as phonological awareness, working memory and rapid naming task. These data corroborate the literature.
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Copyright (c) 2009 Renata Mousinho, Fernanda Mesquita, Josi Leal, Lia Pinheiro
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